Computer-Based 3D Simulation Method in Dental Occlusion Education: Student Response and Learning Effect

Emergence angle: Comprehensive analysis and machine learning prediction for clinical application

PURPOSE

To analyze and compare the emergence angle (EA) using two measurement methods, conventional and modified (EA-GPT and EA-R), the EAs of all-natural teeth were evaluated and classified to derive a suitable and predictable clinically applicable measurement method.

METHODS

Natural human teeth (n=600) were classified, cleaned, and thoroughly inspected. Teeth were scanned using an intraoral scanner. The scanned data were analyzed using three-dimensional analysis software for both methods with several points per surface. A Bland-Altman analysis was used for statistical analysis and a heat map and a nonparametric density plot to assess the repetition and distribution. An XGBoost regression model was used for prediction.

RESULTS

The EA-R method showed significantly different values compared to the EA-GPT method, representing an increase of 17.5-20.7% for the proximal surfaces. An insignificant difference between the two methods was observed for other surfaces. Different teeth classes showed variation in the normal range, thereby resulting in a new classification of the EA for all-natural teeth based on the interquartile range. The machine learning gradient boosting model predicted conventional data with an average mean absolute error of 0.9.

CONCLUSIONS

Variations in the natural teeth EA and measurement methods, suggest a new classification for EA. The established artificial intelligence method demonstrated robust performance, which could aid in implementing EA measurement in prosthetic designs.

Effectiveness of Virtual Reality and Interactive Simulators on Dental Education Outcomes: Systematic Review

In recent years, virtual reality and interactive digital simulations have been used in dental education to train dental students before interacting with real patients. Scientific evidence presented the application of virtual technology in dental education and some recent publications suggested that virtual and haptic technologies may have positive effects on dental education outcomes. The aim of this systematic review was to determine whether virtual technologies have positive effects on dental education outcomes and to explore the attitudes of dental students and educators toward these technologies. A thorough search was conducted in PubMed, Scopus, MEDLINE (via EBSCO), The Cochrane Library (via Wiley), Web of Science Core Collection (via Thomson Reuters), and Dentistry and Oral Science source (via EBSCO) using the keywords (student, dental) AND (education, dental) AND (virtual reality) OR (augmented reality) OR (haptics) OR (simulation) AND (dentistry) OR (dental medicine). The quality of the reported information was assessed following the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement for systematic reviews. A total of 73 publications were considered for this review. Fifty-two of the selected studies showed significant improvement in educational outcomes and virtual technologies were positively perceived by all the participants. Within the limitations of this review, virtual technology appears to improve education outcomes in dental students. Further studies with larger samples and longer term clinical trials are needed to substantiate this potential positive impact of various virtual technologies on dental education outcomes.

Impact of the Application of Computer-Based 3D Simulation on Acquisition of Knowledge of Guidance of Mandibular Movement

Recently, computer-aided three-dimensional (3D) simulation has expanded to modern education. This study aims to investigate the effects of 3D computer simulation on the learning and self-assessment of the guidance of the mandibular movement. Sixty second-grade dental students were randomly distributed into three groups in an occlusion class. Various teaching protocols were used for each group. Students in the first group (lecture (L)) were taught exclusively through a textbook and two-dimensional illustrations. The conventional lecture method followed by computer-aided 3D simulation was applied to the second group (lecture-to-simulation (LtS)). Lastly, students in the third group (lecture with simulation (LwS)) were simultaneously taught using the conventional lecture and computer-aided 3D simulation methods. After teaching each group, a paper-based examination was conducted; actual and expected scores were obtained on the same day as the occlusal class. Analyses of variance with Tukey’s post-hoc analysis were used to compare the teaching protocols, whereas the independent t test was used for comparing between actual and expected scores (α = 0.05). The LwS group exhibited significantly higher actual and student-expected scores than the L and LtS groups (p < 0.001). The expected score was significantly lower than the actual score in the L group (p = 0.035). However, in the LtS and LwS groups, no statistical difference was observed between expected (p = 0.114) and actual (p = 0.685) scores. The distribution of actual scores in the grading systems indicated higher percentages of excellent (grade A) and good (grade B) scores in the LwS (96.7%) and LtS (79.7%) groups, respectively, than in the L group (53.4%). Using computer-aided 3D simulation to teach the guidance of mandibular movement improved the learning outcomes and self-assessment of students, especially when 3D simulation was combined with conventional lecturing.